Status:: #🟥 Tags:: Links:: Course:: [[Educational Psychology]] ___ Name: ahh85 Section: Tuesday/Thursday (2:55-4:05) Date: 02-05-2024 Annotation 1 Citation: Delpit, Lisa D (1988). The Silenced Dialogue Power and Pedagogy in Educating Other People's Children. *Harvard Educational Psychology Review*. ## Summary Statement A silenced dialogue exists in the educational setting because many colored teachers have given up trying to convince whites of their thoughts on teaching, and whites falsely assume this means they admit defeat. ## Key Arguments - There is a culture of power in the education system. Those that design the textbooks, define what "normal" means, and what is taught, control an immense degree of power. Right now, that is predominantly done by non-colored people. This means colored people who have a different culture are at a disadvantage in the normal educational system. Their culture isn't advantageous in the white based system. - The culture of power create a silenced dialogue. Colored teachers who want to teach differently aren't listened to because the research done in education is mostly done on white students and culture. Many non-colored teachers are unwilling to listen to other perspectives and therefore colored teachers simply give up. Non-colored teachers see this as a sign of admitting defeat. - Unveiling the culture of power can help people navigate it. If non-colored people can learn to accept and see their own privilege, they might be more willing to listen to colored teachers perspectives on matters of education. - Those with power are frequently less aware of it. - The rules of the culture of power are a reflection of those who control it. - It's harmful to teach everyone solely using a process focused, child centered, whole language approach. Inside the culture of power, this works. But outside the culture of power, we can't suggest product and skills aren't important. They NEED to have a decent grasp of English language in the U.S. or they won't be able to exist in the culture of power. - If the curriculum we use to teach our kids is not tailored to the culture they bring to school, it's doomed to fail. This is the culturally responsive curriculum. ## Critical Response - I have directly experienced the culture of power in my psychology research. SO many psychology studies are done on WEIRD societies. The problem is this research doesn't often generalize to colored cultures but whites still act as if it does. - I've seen the silenced dialogue in my own experience taking Intergroup Dialogue. In that class we got to have a dialogue with people of profoundly different backgrounds from each other. I heard so many different perspectives, things I often didn't hear outside the class because people wouldn't talk about it. - Unveiling the culture of power through intergroup dialogue has definitely helped me navigate it. I'm much more aware of my own privilege. For example, my U.S. nationality gives me a stark advantage in travelling overseas where the exchange rate generally favors me. I can travel to so many places without question. I'm more willing to hear from differing perspectives because I know how much social identities effect your experience of life. ## Critical Question - How can we go into our fieldworks with an understanding of the silenced dialogue? ![[3DELPI_2.pdf]]